few_shots: Example:
Problem/activity:
Problem 1
The table below contains single equations in a single variable, single equations in two variables, and pairs of simultaneous equations in two variables. Check the appropriate box to show whether there is no solution, exactly 1 solution, or if there is an infinite number of solutions.
|                                                          | **           No solution          ** | **           Exactly 1 solution          ** | **           Infinite number of solutions          ** |
|----------------------------------------------------------|--------------------------------------|---------------------------------------------|-------------------------------------------------------|
|                       $${9=4x+7}$$                       |                                      |                                             |                                                       |
|                       $${y=3y+5}$$                       |                                      |                                             |                                                       |
|                    $${y={x\over2}}$$                     |                                      |                                             |                                                       |
|                     $${3x+6y-9=0}$$                      |                                      |                                             |                                                       |
|    $${x=y}$$                        $${1.25x=1.25y}$$    |                                      |                                             |                                                       |
| $${9.9=6x+8y}$$                        $${9x=2.5y-8.8}$$ |                                      |                                             |                                                       |
| $${11x-2y=1.5}$$                        $${11x-2y=2.5}$$ |                                      |                                             |                                                       |
Problem 2
Kim has a small container and a large container as shown.
[IMG]
It takes 16 of the small containers to fill the large container. Three small containers leave 1.95 gallons of space in the big container.
What is the size of each of the two containers?


Mathematical concept/skill options: 
A. Write expressions in equivalent forms to solve problems.
B. Understand properties of multiplication and the relationship between multiplication and division.
C. Interpret the structure of expressions.
D. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
E. Use polynomial identities to solve problems.
F. Understand the relationship between zeros and factors of polynomials.
G. Write and interpret numerical expressions.
H. Work with equal groups of objects to gain foundations for multiplication.
I. Perform arithmetic operations on polynomials.
J. Create equations that describe numbers or relationships
K. Generate and analyze patterns.
L. Analyze and solve linear equations and pairs of simultaneous linear equations.
M. Understand solving equations as a process of reasoning and explain the reasoning.
N. Apply and extend previous understandings of arithmetic to algebraic expressions.
O. Rewrite rational expressions.
P. Represent and solve problems involving multiplication and division.
Q. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
R. Reason about and solve one-variable equations and inequalities.
S. Understand and apply properties of operations and the relationship between addition and subtraction.
T. Understand the connections between proportional relationships, lines, and linear equations.
U. Multiply and divide within 100.
V. Gain familiarity with factors and multiples.
W. Use the four operations with whole numbers to solve problems.
X. Work with addition and subtraction equations.
Y. Represent and solve problems involving addition and subtraction.
Z. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
AA. Solve equations and inequalities in one variable.
AB. Solve systems of equations.
AC. Represent and analyze quantitative relationships between dependent and independent variables.
AD. Work with radicals and integer exponents.
AE. Represent and solve equations and inequalities graphically.
AF. Analyze patterns and relationships.
AG. Use properties of operations to generate equivalent expressions.
AH. Add and subtract within 20.


Thought: This set of problems involves solving linear equations and pairs of linear equations.
Answer: L

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001392

8
options: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Understand place value.

Use place value understanding and properties of operations to add and subtract.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Work with numbers 11–19 to gain foundations for place value.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Understand the place value system.

Extend the counting sequence.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
problem_activity: Narrative
The purpose of this activity is for students to ask a question that can be answered with the given information and then answer the question. There are many different questions students can ask including:
Who picked the most apples?
How many apples did they pick together?
Did Elena or Diego pick more apples?
How many apples did Diego pick?
These questions require all the given information to solve. Students may also ask questions which require only some of the information to solve, such as, “How many apples did Han pick?” The activity synthesis focuses on sharing different questions students asked and how they found the answer, with a focus on the multi-step problem “How many apples did they pick altogether?” Images are provided for display, however, student work should be used as much as possible in the synthesis.
Launch
Groups of 2
“Sometimes people buy apples at the market or grocery store, but sometimes people go to an apple orchard to pick apples.”
“Each person gets a basket to collect the apples they pick, and then they pay for the apples.”
“Apple picking can be a fun outing for families and friends.”
“You will be reading a story and asking questions about friends who went apple picking together.”
Activity
Read the problem.
“Think about the questions you could ask someone that this story could help them answer.”
5 minutes: independent work time
“Switch questions with your partner and find the answer.”
“Share your thinking and check to see if you agree about the answer.”
5 minutes: partner work time
Monitor for students who represent how many apples Han picked and students who represent how many apples Diego picked compared to Han to share in the synthesis as shown.
Student Facing
Elena picked 29 apples. Elena picked 14 fewer apples than Han. Han picked 15 more apples than Diego.
Write a question someone could answer based on this information.
Answer your question. Show your thinking using diagrams, symbols, or other representations.
Student Response
Teachers with a valid work email address can
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Advancing Student Thinking
If students write a question that can’t be answered with the information given, consider asking:
“What is the story about?”
“What can be counted in the story?”
“What quantities do you know? What is unknown?”
Activity Synthesis
Invite students to share their questions.
Display a diagram that represents the number of apples Han picked, such as:
[IMG]
“What does the diagram represent?” (The number of apples Han picked since he picked 14 more than Elena.)
“How did you find how many apples Han picked?” (I added 30 to 14 to get 44 and then took away 1 to get 43.)
Display a diagram that represents the number of apples Diego picked compared to Han, such as:
[IMG]
“What does the diagram represent?” (How many apples Diego picked compared to Han.)
“How did you find how many apples Diego picked?” (I took 15 away from 43.)
“How did you find how many apples Elena, Han, and Diego picked altogether?” (I added 29, 43, and 28. I put all the tens together to get 80 and all the ones together to get 20 then added 80 and 20.)


correct_option_index: 2